英语教学法教程考研笔记文档格式.docx
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allEnglishteachersaresupposedtohaveasoundcommandofEnglish.
Stage2:
learning,practiceandreflection.
●Learning:
✓Learningfromothers’experience(empiricalknowledgegainedthroughreadingandobservation)
✓Learningthereceivedknowledge(languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.)
●Practice
✓Pre-servicepractice(pseudopractice)
✓Realclassroompractice
●Reflection:
takeonreflectionseriouslyandkeepreflection
Goal:
(donothaveanend)onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.
Unit2communicativeprinciplesandtask-basedlanguageteaching
1.Whatiscommunicativecompetence
●Linguisticcompetence
Knowledgeoflanguageitself
●Pragmaticcompetence
Thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.
●Discoursecompetence
Theabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.
●Strategiccompetence
Searchingforothermeansofexpression,suchasusingasimilarphrase……
●Fluency
theabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation)
CLT:
communicativelanguageteaching
2.Principlesofcommunicativelanguageteaching
●Communicationprinciple
Activitiesthatinvolverealcommunicationpromotelearning.
●Taskprinciple
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
●Meaningfulnessprinciple
Languagethatismeaningfultothelearnersupportthelearningprocess.
3.Mainfeaturesofcommunicativeactivities
●Communicativepurpose
Theremustbesomeinformationgapthatstudentsseektobridge
●Communicativedesire
Arealneedtocommunicate
●Contentnotform
Theymusthavesomemassagetheywanttocommunicate
●Varietyoflanguage
●Noteacherintervention
●Nomaterialcontrol
TBLT:
task-basedlanguageteaching
4.Fourcomponentsofatask
●Apurpose
Makesurestudentshaveareasonforundertakingthetask
●Acontext
Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……
●Aprocess
Gettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……
●Aproduct
5.Focusonindividuallanguageitems–
Purposefulandcontextualizedcommunication+
Then
Exercise→task
6.TBL:
●Pre-task
Introductiontotopicandtask
●Taskcycle
✓Task
✓Planning
✓Report
✓Studentsheartaskrecordingorreadtext
●Languagefocus
✓Analysisandpractice
✓Reviewandrepeattask
7.PPP
●Presentation
Ofsinglenewitem;
teachersintroducesnewvocabularyandgrammaticalstructures.
●Practice
Ofnewitem:
drills,exercise,anddialogue
●Production
Activity,roleplayortasktoencourage‘free’useoflanguage
8.Howtodesigntasks
●Thinkaboutstudents’needsandinterestsandabilities
●Brainstormpossibletasks
●Evaluatethelist
●Choosethelanguageitems
●Preparingmaterials
9.ConstrainsofCLT:
●Whetheritwillmeettheneedsoflearnersfromdifferentcontexts
●Itisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.
10.ConstrainsofTBLT
●Noteffectiveforpresentingnewlanguages
●Timeislimited:
teachersarebusy
●Cultureoflearning:
somestudentsmayfinditdifficulttoadapttoTBLT
●Levelofdifficulty:
studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.
Unit4lessonplanning
1.Whyislessonplanningimportant?
●Itcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.
●Ithelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.
●Itgivesteachersopportunitytoanticipatepotentialproblemsthatmayariseinclass,andpreparesomesolutionstothem.
●Itbuildsteachers’confidenceinclass.
●Teacherscanalsobeawareofteachingaidsinclass.
●Planningisagoodpracticeandsignofprofessionalism.
2.Principlesforgoodclassplanning:
●Aim
Itmeansrealisticgoalsforthelesson;
thethingsstudentsareabletodoattheendoftheclass.
●Variety
Planningavarietyofdifferentactivitiestointroduceawideselectionofmaterials,sothatlearningisalwaysinteresting.
●Flexibility
Preparingsomeextraandalternativeactivitiesandtasksastheclassdoesnotalwaysgoaccordingtotheplan.
●Learnability
Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.
●Linkage
Thestepsandstepsineachstageareplannedinsuchawaythattheyaresomewaylinkedwithanotherone.
3.Macroplanning
Aplanningoveralongerperiodoftime,forinstanceawhole-yearcourse.Itisoftendonebyagroupofteacherswhoaretoteachthesamecourse.
●Knowingabouttheprofession
Whichlanguageareaandlanguagestageshouldbetaught?
●Knowingabouttheinstitution
Theinstitutionarrangementsofthetime,frequencyoftheclass……
●Knowingaboutthelearners
●Knowingaboutthesyllabus
●Knowingaboutthetextbook
●Knowingabouttheobjectives
4.Componentsofalessonplan
●Backgroundinformation
Whothestudentsare.Thetimeanddateoftheclass.
●Teachingaims
Whatstudentsareabletoachieveattheendofthelesson
(Linguisticandlanguageskills)
●Languagecontentsandskills
●Stagesandprocedures
●Teachingaids
Teachingaidsandresources,andhowteacherswillusethemtoaidlearning
●Endoflessonsummary
Takesometimetosummarizewhatislearnedinclass.
●Optionalactivitiesandassignments
●Afterlessonreflection
Unit5classroomarrangement
1.Efficientclassroomarrangementcanbeachievedwhenthesesixconditionsaremet:
●Theteacherplaysappropriateroles.
●Theteacherprovidesclearinstructions
●Studentsaregroupedinawaysuitableforthelearningactivities.
●Theteacherasksappropriatequestions.
●Thereisdisciplineaswellasharmonyintheclass.
●Thestudents’errorsaretreatedproperly.
2.Thedifferentrolesofteachers:
●Controller
✓Theteachercontrolsthepacesothattheactivitiesrunsmoothlyandefficiently.
✓Themorecommunicativetheactivityis,thelesscontrolitneeds.
●Assessor
✓Correctingmistakes
✓Organizingfeedback
●Organizer
Designandorganizethetasks
●Prompter
Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,theteachergiveappropriateprompts.(and……/anythingelse?
/yes,butwhy?
)
●Participant
●Resource-provider
3.Rulestofollowformakinginstructionseffective:
●Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.(Also,makeyourcommentsassimpleandasnaturalaspossible)
●Tousemothertongueonlywhenit’snecessary.
●Thebestthingtodoistomodelthetask/activitybeforelettingstudentsmoveintogroupsandpairs.
●Demonstrationismoreeffectivethanwords.
4.Studentgrouping:
●Wholeclasswork:
✓Advantages:
Ø
Everyonefeelsbeingtogetherwithothers.
Itisgoodforteacherstoinstructionandexplanationtogether,andalsoanidealwaytoshowmaterialsanddopresentationtogether.
✓Disadvantages:
Individualityisnotfavouredinthissense.
Noteveryonehasanopportunitytoexpresshimself.
Somestudentsfeelnervousandanxiouswhentheyareaskedtopresentinfrontofclass.
Itfavorsthetransmissionofknowledgefromteachertostudentsratherthanstudentsdiscoveringthingsbythemselves.
Itisnotagoodwaytoenhancerealcommunication.Studentscannotcommunicatewithothersinthissense.
●Pairwork
✓Advantages
Itdramaticallyincreasestudents’speakingtimeinclass.
Itallowsstudentstoworktogetherratherthanunderteachers’guidance.
Itallowsteacherstoworkwiththeweakpairswhenothersareworkingontheirown.
Itcanpromotecooperationbetweenstudents.
✓Disadvantages
Itisoftenverynoisyandteachersareafraidoflosingcontroloftheclass.
Somestudentsmaytalkinnativelanguageorsomethingnotrelatedtothetopic.Itisnotveryeasyforteacherstomonitoreverypair.
Somestudentsmaynotliketoworkwithpeers,andthey,thinktheycanonlylearnfromtheirteachers.
Sotheyrefusetoparticipateintheactivities.
Thechoiceofpairisaproblem.Somestudentsdon’tliketoworkwithaparticularpartnerwhilesomeonemaydominateallthetime.
●Groupworking
Somegroupsmayfinishthetaskfastwhilesomemaybeveryslow.Teachersmayhavetopreparesomeoptionalactivitiesforthequickgroupandbereadytohelptheslowergroupsallthetime.
●Individualstudy
Teachersneedtopreparedifferenttasksfordifferentgroups.
5.Measuresfordisciplinedactsandbadlybehavingstudents:
●Actingimmediately
Indisc